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RELEVANCE OF INFORMATION TECHNOLOGY GRADUATES’
COMPETENCIES TO THE INDUSTRY NEEDS




A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
In Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam





In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management







Bui Ngoc Tuan (Future)
April, 2014
i

APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Educational Management, this research entitled “RELEVANCE OF INFORMATION
TECHNOLOGY GRADUATES’ COMPETENCIES TO THE INDUSTRY NEEDS” has been
submitted by Bui Ngoc Tuan (Future) and is hereby recommended for oral examination.

DR. CONRADO ABRAHAM
Research Adviser

Approved by the Oral Examination Committee, in partial fulfillment of the
requirements for the degree Doctor of Philosophy in Educational Management offered by
Southern Luzon State University, Republic of the Philippines in collaboration with Thai
Nguyen University, Socialist Republic of Viet Nam

DR. ……………………
Member


DR………………………….
Member

DR…………………………
Member


DR. ………………………
Member

DR. …………………………

Chairman
Accepted in partial fulfillment of the requirements for the degree of Doctor of
Philosophy in Educational Management offered by Southern Luzon State University, Republic
of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Viet
Nam

APOLONIA A. ESPINOSA, Ph.D. WALBERTO A. MACARAAN, Ed .D
Dean, Graduate School Vice President, Academic Affairs



Date___________________


ii

ACKNOWLEDGEMENT
Sincerest appreciation is extended to the following individuals who in their own special
ways have made this dissertation a reality:
Hon. Dr. Cecilia Gascon, President of Southern Luzon State University, Republic of
the Philippines, for her immeasurable contribution in the development of the joint program of
Doctor of Philosophy in Educational Management between Southern Luzon State University
and Thai Nguyen University;
Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic
of Vietnam for his approval in the offering of Doctor of Philosophy in Educational
Management program in cooperation with the Southern Luzon State University, Philippines;
Prof. Dr. Tran Van Dien, Rector of Thai Nguyen University of Agriculture and
Forestry, for his invaluable assistance in the establishment of the Doctor of Philosophy in
Educational Management program in cooperation with the Southern Luzon State University,
Philippines;

Dr. Nguyen Tuan Anh, Former Director of the International Training Center, Thai
Nguyen University, for his enthusiasm in the establishment of the Doctor of Philosophy in
Educational Management program in cooperation with the Southern Luzon State University,
Philippines;
The Panel of Examiners, for their remarkable comments, suggestions and
recommendations to enhance this thesis manuscript;
Dr. Conrado Abraham, his thesis adviser, for his unparalleled guidance and advice
in conducting this research;
The Visiting Professors including Dr.Arivalan, Dr. Balakrishnan, Dr. Walberto A.
Macaraan, Dr. Lee Kar Ling, Dr. W.Johnson, Dr. Teresita V. de la Cruz, and Dr.
iii

Apolonia A. Espinosa and other professors, for sharing their most precious time and
abundance of knowledge during the whole duration of this study;
The information and communication departments in the provinces: Thai Nguyen, Bac
Giang, Bac Kan, Police Bac Kan, National Academy of Public Administration for approving
the request to conduct the study;
The Graduates – respondents of the study, for their active involvement, without their
cooperation, the result of this dissertation could not have been possible;
His loving classmates and colleagues, for the endless support and friendship which
inspired the researcher to do his best in finishing the study;
His wife, his son and his parents, for their encouragement, financial, moral and spiritual
supports for continuously believing that he can finish the task to the best of his abilities

Bui Ngoc Tuan (Future)
iv

TABLE OF CONTENTS

APPROVAL SHEET i

ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES viii
ABSTRACT Error! Bookmark not defined.
CHAPTER
I INTRODUCTION
Background of the Study 5
Objectives of the study 8
Hypothesis 8
Significance of the study 8
Scope and limitations 9
Definition of terms 10
II REVIEW OF RELATED LITERATURE AND STUDIES
Research paradigm 35
Relevance and satisfaction 35
III RESEARCH METHODOLOGY
Locale of the Study 37
Research Design 39
Population and sampling 39
Research instrumentation 41
Data gathering procedure 41
Statistical Treatment 41
v

Descriptive interpretation of the scale 43
IV RESULTS AND DISCUSSIONS
V SUMMARY, FINDING, CONCLUSION AND RECOMMENDATION
Summary 69
Conclusions 70

Recommendations 70
BIBLIOGRAPHY 72
APPENDICES 75
Apendices A………………………………………………………………………………… 76
Apendices B……………………………………………………………………………………77
RESEARCH PROFILE…………………………………………………………………….163


vi

LIST OF TABLES

Table1 : Frequency and Percentage Distribution of the Respondents
40
Table 2: Frequency and Percentage Distribution of the units surveyed
40
Table 3: Graduation student capacity about qualifications and skills
45
Table 4 : Specialized capacity of graduation students
46
Table 5: Assessing work ability of graduation students
Table 6: Industry’s knowledge requirement to IT graduation students
Table 7: Industry’s skill requirement to IT graduation students
Table 8: Industry’s working attitude requirement to IT graduation students
Table 9: Level Knowledge training needs of industry for IT graduates
Table 10: Level Skills training needs of industry for IT graduates
Table 11: Level Attitude training needs of industry for IT graduates
Table 12: The Mean and Standard Deviation
Table 13: Correlations
Table 14: The Mean and Standard Deviation

Table 15: Correlations
Table 16: The Mean and Standard Deviation
Table 17: Correlations
Table 18: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Skill and qualities- knowledge)
Table 19: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Professional capacity - knowledge)
Table 20: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Work ability - Attitude)
Table B 1.1 Reliability Statistics Cronbach's Alpha of Skill and qualities -
Professional capacity - Work ability
Table B.1.2 : Frequency, percentage and Distribution of the Respondents
Table B 1.3: The IT curriculum of Thai Nguyen University.
Table B 1.4 : Questionnaire for employer survey
48
49
50
52
53
54
54
55
56
58
58
58
59
60

61

63

75

78
81
85

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Table B.1.5 SURVEYS FORM LEVEL OF SATISFACTION OF GRADUATES
COMPETENCIES
Table B 1.6: Online questionnaire
Table B 1.7: SURVEYS FORM LEVEL OF SATISFACTION OF GRADUATES
COMPETENCIES
Table B 1.8: Mean Distribution of the Responses According to Skill and qualities Needs
Table B 1.9: Mean Distribution of the Responses According to Professional capacity
Needs
Table B 1.10: Mean Distribution of the Responses According to Work ability Needs
Table B 1.11: Mean Distribution of the Responses According To Knowledge Needs
Table B 1.12: Mean Distribution of the Responses According to Skills Needs
Table B 1.13: Mean Distribution of the Responses According To Attitude Needs
Table B 1.14: Level Knowledge training needs of industry for IT graduates
Table B 1.15: level Skills training needs of industry for IT graduates
Table B 1.16: level Attitude training needs of industry for IT graduates
Table B 1.17: The Mean and Standard Deviation
Table B 1.18: Correlations
Table B 1.19:The Mean and Standard Deviation
Table B 1.20: Correlations

Table B 1.21:The Mean and Standard Deviation
Table B 1.22: Correlations
Table B 1.23: level of competency and satisfaction of IT graduates and the training
needs
Table B 1.24: level of competency and satisfaction of IT graduates and the training
needs
Table B 1.25: level of competency and satisfaction of IT graduates and the training
Table B 1.25: Da ta industry’s need
Table 126: Data graduates need

89
92
98

104

105
105
106
106
107
108
108
109
109
111
111
112
112
113

113

114
116
116

131
viii



LIST OF FIGURES

Figure 1. Competencies model
23
Figure 2. Research diagram
35
Figure 3. Location of Thai Nguyen University
37

ix

INTRODUCTION
According to international assesment agencies on Information Technology and
Communication, Vietnam has informantion technology and communication
development index (IDI) ranking at 86 out of 161 nations and rank 4
th
position in
Southern East Asia (2012). Networked Readiness Index (NRI) of Vietnam ranked at 84
out of 144 nations and 5
th
position in Southern East Asia in 2012. Regarding to
information technology industry, Vietnam ranked at 8
th
worldwide on software
processing activities (according to Tholon Corporation, 2011), stays on top ten nations
in Pacific Asia and top thirty worldwide (according to report of Gartner Corporation in
2012). Vietnam has been highly considered on public service and application of

information technology on State Agencies. For the norms of electronic
Administration/Government, Vietnam has been classified at 4
th
position in South East
Asia and 81 out of 190 nations in 2012.
Regarding human resource quality, Vietnam has ranked at 101 out of 161 nations
in 2012 and highly considered on education qualification of mathematics and scientific
subjects. Nowaday human resource on information technology is not only very limited
in number in Vietnam, but it is also lack in the world. Now the world is in shortage of 4
million engineers on information technology (IT). And in Vietnam demand of humand
resource on software industry (PM) has been drammatically increasing. From 2011 to
2015, Vietnam is estimated to need about 20.000 - 25.000 engineers on IT. While
education and training capacity of human resource on information technology provides
about 34.448 engineers, 41.048 ones in 2010 and 2012 respectively.In fact number of
qualified IT enginners under employer’s requirements are even much smaller.
According to employer’s statistics database, Vietnamese IT engineers are very
weak in communication skill, professional working style, and English proficiency.
Moreover, about 64% of human resource is weak in group working ability. Thus they
could not integrate and adapt to employer’s standards after being recruited. Up to 71%
graduation students have not adapted to technology advance change, 90% foreign
language insufficient students. Therefore Vietnamese IT staffs could only utilise 60%
their capacity and big obstacles for enterprise’s recruitment.
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According to, Deputy Prime Miniser Nguyen Thien Nhan: “In IT industry,
Vietnam has very good potentials to cooperate with international partners. And a
question is how to attract more and more foreign investors participating in IT human
resource education and training”. Therefore, I have conducted this study “Relevance of
information tecnology graduates’ competencies to the industry needs”. The
objective of this study is to assess IT student capacity of Thai Nguyen University in

meeting to enterprise’s demand and to find out gap between training education quality
and real requirements. The findings of this study will be scientific evidences for policy-
makers, educational institutions, educators, and students in improving education
program and efficiency.
















1

CHAPTER I
GENERAL INTRODUCTION
Education in its general sense is a form of learning in which the knowledge,
skills, and habits of a group of people are transferred from one generation to the next
through teaching, training, or research. It is essential for everyone and the level of
education helps people earn respect and recognition. It is a fact that the importance of
education is undeniable for every single person. It goes without saying that education
has a positive effect on human life. All people need to access to education. Only with

the advent of education can people gain knowledge and enlarge their view over the
world.
Education plays such a rudimentary role in our society that we cannot even
imagine a life without it. It is a determined element for the civilization of human
society. Not only does it helps us develop healthy surroundings but it also generates an
advance community. As a matter of fact, everything we create today is based on the
knowledge that we obtain throughout our life by way of education. This assists
scientists in inventing equipment and devices, resulting in a high technology
nowadays. The more developed life becomes, the more necessary education is for
everyone because the development of a country depends vastly on the standard of
education, it must do everything to improve it. Although the educational systems of
different countries are not similar but they have to share a common goal which is to
provide its citizens a suitable and proper learning. Education is absolutely beneficial
for the society on the whole. It is a life-long process to each person that needs to be
reinforced throughout life. However, we need an education system that may eradicate
illiteracy and may provide the common man an access not only to basic education but
also to higher and technical education.
Viet Nam’s competitive advantage in the global economy depends on qualified
and skilled workforce. A troubling gap, however, currently exists between the skills
and knowledge of the country’s current and projected workforce and the demands of
jobs expected to grow most rapidly during the next decade.
From 1
st
of October to 15
th
of October 2012 in Hanoi, the 11
th
steering
committee of the party held the 6
th

meeting to discuss and draw the resolutions on
2

building project “Fully and fundamentally innovate the education and training in the
market economy which is oriented to the socialist and international integration; and on
building project “Develop science and technology to support the industrialization and
modernization in the market economy which is oriented to the socialist and
international integrations.”
The steering committee of the party identified that for a secured leading of the
party and for the consideration of the whole nation as well as the efforts of the
teachers, managers and scientist communities are the reasons that the science and
technology of the nation obtained important achievements on the quantity and quality
of the education in all levels, including management, scientific research and
applications, market and services for the science and technology, and international
collaboration.
Developing Viet Nam ICT brand name Products and service
On September 22nd, 2010, the Prime Minister promulgated the Decision No.
1755/QD-TTg approving the National Strategy on “Transforming Viet Nam into an
advanced ICT country”, which defines strategic missions to accelerate the IT industry
of Viet Nam. Some of the important missions are to improve the capacity and
competitiveness of Vietnamese enterprises, and to develop Viet Nam’s ICT brand-
name products and services. To accomplish these missions and implement the
campaign, “Vietnamese people prefer Vietnamese products” of the Politburo of the
Communist Party of Viet Nam and the Government’s Resolution No. 11/NQ-CP dated
February 24th, 2011 regarding measures to control inflation, stabilize the macro-
economy and ensure social welfare. In this regard, the Ministry of Information and
Communications launched the Program in Promoting the development of Viet Nam
ICT brand-name products and services (VIBrand) in 2011.
VIBrand 2011 leverages the nation’s patriotism in encouraging domestic
consumers to choose Viet Nam ICT brand-name products and services, thereby

creating a competitive market for Vietnamese enterprises to provide highly qualified
ICT products and services not only for domestic demands but also for exports. The
program brings together government agencies, national and foreign enterprises and
3

investors, as well as Vietnamese consumers to cooperate and enjoy shared benefits for
the following:
- For government agencies: The program has provided a broad overview of the
current development of the IT market in Viet Nam and suggested solutions to the
challenges and bottlenecks in order to create a conducive condition and enhance the
competitiveness of Vietnamese IT enterprises. These understandings will help
responsible agencies build appropriate supporting programs in the upcoming years;
- For Vietnamese IT enterprises: The program creates a venue for enterprises to
express their needs and recommendations to the state management agencies, share
their experiences, promote their images, and seek business cooperation opportunities;
- For consumers: Through this program, a variety of top ICT products and
services were introduced to the domestic consumers. It was a valuable opportunity for
IT enterprises to provide adequate and accurate information on their trademarks and
products, thus allowing for stronger trust and higher usage of Viet Nam’s ICT brand-
name products and services.
- For foreign investors and enterprises: The program analyzes the potential
developments of IT market in Viet Nam, where demand for specialized products and
services in particular technical fields has yet to fully emerged. The program has also
allowed investors and foreign enterprises to explore the opportunity for joint ventures
with Vietnamese IT businesses providing IT products and services. Thus far, VIBrand
2011 has received the support and participation of various Ministries, agencies,
associations and IT enterprises nationwide, as well as international partners. In this
context, the Ministry of Information and Communications is developing and
implementing the VIBrand 2012 on a larger scale, with a hope to bring about a greater
impact.

Together with the VIBrand, the Ministry of Information and Communications is
conducting several related activities, namely: periodically updating a list of IT
products suitable for government-funded organizations and agencies; developing and
publishing the “Catalogue of Viet Nam IT products”; implementing the “National
Brand” program in cooperation with Ministry of Industry and Trade; and promoting
youth innovation in the IT sector in cooperation with Ho Chi Minh Communist Youth
4

Union. These activities will contribute substantially to the development of the IT
industry and operationalize the National Strategy on “Transforming Viet Nam into an
advanced ICT country”.
In recent years, under the leadership of the Party and the Government, the ICT
sector of Viet Nam has been continuously moving forward, fostering the development
of infrastructure system, and contributing positively to the socio-economic growth. In
2011, although the Vietnamese economy still faced many challenges due to the
negative effects of the global economic crisis, this sector maintained its growth and
continuously gained many important achievements.
The telecommunication infrastructure was modernized to cover the whole
country with and had met international standards in providing good quality services
and improving customer satisfaction. IT application in government agencies has been
adopted widely and contributed to a significant extent to public administration reform
efforts.
The educational system on ICT human resource was scaled up both in volume
and form. In view of this, 290 universities and colleges had ICT faculties or
departments (only 13 compared with 2010) and the quota of ICT-related student’s
enrolment was 64,796 students (only 4,000 students compared with 2010). In 2011,
there were 41,908 students graduating in different ICT majors; 173,107 studying in
ICT faculties or departments; and 55,197 ICT students enrolled to these institutions.
The policy and regulatory environment for ICT development was gradually
improved in order to assure the transparency and clarity to facilitate procedures and to

ensure strict law enforcement. Specifically, the establishment of Viet Nam
Telecommunication Authority in August 2011 was considered a big step to strengthen
the public management capacity in the field of telecommunications and the Internet.
In particular, on January 16th, 2012, the 4th Congress of the Central Committee
of the Communist Party of Viet Nam promulgated the Resolution No. 13-NQ/TW on
Building a synchronous infrastructure system with a view to transforming Viet Nam
into a modernized industrial country by 2020. The resolution places strong emphasis
on “Improving the capacity to leverage technology and manage effectively the
information infrastructure and content to assist the Party’s and the Government’s
5

leadership; meeting the demand of information exchange and flow within the society
to boost socio-economic development to ensure the national defence and security,
information security, state sovereignty over the cyber space. Further the development
in the networking system inside the country and with other nations to form the
country’s information super highway and in enhancing the application of information
technology in the managemet of the socio- economic infrastructure and the whole
economy. This is considered a top priority in the industrialization and modernization
process of each strategic economic sector; and in accelerating the information
technology industry including the software industry in a fast and sustainable manner.
Background of the Study
The strategy on development of human resources of Viet Nam during the period
2011 – 2020 ( Prime Minister’s No. 579/QĐ-TTg dated Apr 09, 2011) are as follows:
The National strategy on “Transforming Viet Nam into an advanced ICT country”
(Prime Minister’s Decision No. 1755/QD-TTg dated Sep 22, 2010) includes: (1)
Planning on the development or digital information security to 2020 (Prime Minister’s
Decision No. 63/QD-TTG dated Jan 13, 2010); (2) Master plan on development of
information technology human resources of Viet Nam to 2015,orietations toward 2020
(Prime Minister’s Decision No. 698/QĐ-TTg dated Jun 01, 2009); and (3) Planning
on the development of information technology human resources of Viet Nam to 2020

(Decision No. 05/2007/QĐ-BTTTT dated Oct 26, 2007).
The strategy in the development of information and communication technology of
Viet Nam to 2010 and orientations toward 2020 (Prime Minister’s Decision No.
246/2005/QD-TTg dated Oct 6, 2005), includes the following:
(1) National strategy on development of posts and telecommunications of Viet Nam
to 2010, Orientations towards 2020 (Prime Minister’s Decision No.
158/2001/QD-TTg dated Oct 18, 2001).
(2) National Programs and Projects on ICT
2.1 IT industry, posts and telecommunications
6

Project on improvement of computer usage and public Internet access ability in
Viet Nam (BMGF), with the Ministry of Information and Communications,
implementation duration: 2011 – 2016 as implementing agency.
2.2 Information technology application/E-Government
(3) National program on information technology application in state agencies’
operations during the period 2011 - 2015 (Prime Minister’s Decision No. 1605/QD-
TTg dated Aug 27, 2010).
(4) Project on national authentication with the Ministry of Information and
Communications, as implementing agency, implementation duration: 2011 – 2015;
and
(5) Project on investment in devices for information technology application in state
agencies with the Ministry of Information and Communications, as implmenting
agency, implementation duration: 2011 - 2015.
The industry’s success is determined much by the skills of its workforce. This
requires focusing on how human resource development activities can be used in
ensuring the workforce to be equipped with skills and to successfully meet the
challenges. The ICT industry of Viet Nam faces challenges that are complex, and new
dimensions, such as the increasing workforce diversity and the rate of technological
change make it difficult to ensure human resource development efforts to succeed

unless the decision makers make informed choices about the content and methods of
delivering the development interventions.
Training Needs Assessment provides decision making information on the
competency gaps of the training audiences, training providers and courses available,
training gaps, appropriate delivery methods, training strategies, recommendations and
strategic vision as a way forward for the ICT industry.
Training, education and development areas are focused with a Competency
Based Training approach in the skill development of the ICT industry workforce. The
nature of ‘a never ending cycle’ in training and the role of human resource managers
in planning, monitoring, reviewing and evaluating the training outcomes for enhanced
and effective work performance emphasize the need for a continuous strategic training
process for the industry. The horizontal and vertical career movements in search of
7

higher exposure in gaining strong profiles and the transitory trend of ‘keep learning
keep moving’ of the workforce identifies the need for faster learning techniques and
acknowledging IT worker as an industry resource rather than an organization resource.
The multiple professional expertise’s required in terms of the industry specific
technical nature of the ICT capabilities for effective discharge of functions is identified
for the industry. The horizontal and vertical career movements in search of higher
exposure in gaining strong profiles and the transitory trend of ‘keep learning keep
moving’ of the workforce identifies the need for faster learning techniques and
acknowledging IT worker as an industry resource rather than an organization resource.
The multiple professional expertise’s required in terms of the industry specific
technical nature of the ICT capabilities for effective discharge functions is identified.
In building a competent ICT workforce to meet the industry’s challenging
opportunities, this report presents a detailed list of key findings, recommendations and
a way forward that include; Requirement of greater congruence between training
organizations and the ICT industry need for training strategy to be implemented as an
evolving process and ICT to initiate an accreditation process for training courses as

well as on the training entities.
Non-technical skills lack in greater proportions across the industry of which
effective communication skills in the English language is highlighted Industrial
standardization and accreditation of the courses and course curriculums, evaluation
mechanisms with the participation of the training institutes and the industry is
recommended for skill standardization.
Career and transitory trends of individuals identified as seeking greater exposure for
building high profiles for future progression rather than titles that require deployment
of faster, economical training methods with the increasing demand for value-added
services that require higher competencies in both modern technical and non-technical
areas.
Potential need to incorporate industrial placements to IT related degrees and
professional qualifications to give individuals prior exposure to fast-pace the work
environment.
8

Information Technology was noted at TNU, The University is mandated to pursue
training high quality human resource, conducting researches on scientific technologies
and management, verifying and proposing solutions and sustainable development
policies, and contributing to the socio-economic development of the region towards
industrialization and modernization. It is the vision of TNU to become a world class
University within Vietnam and the Southeast Asia in providing higher education in the
fields of agriculture and forestry, teacher education, technology, economics, business
administration, medicine and pharmacy, information and communication technology,
foreign languages, among others.
Based on the situation above, the researcher decided to conduct a study on
Relevance of Information Technology graduates’ competencies to the industry need.
Objectives of the study
The study was conducted in order to identify the level of competency, satisfaction,
and training needs of Information Technology graduates for the industry need.

Specifically, it aimed to:
1. Find out the level of competency, satisfaction and training needs of IT graduates
1.1. Level of competence.
1.2. Level of satisfaction
1.3. Training needs in the industry
2. Find out training needs of industry for IT graduates
3. Relationship level of competency and satisfaction and the training needs
HYPOTHESIS
There is no significant relationship between the level of competency and
satisfaction of IT graduates and the training needs of the industry.
SIGNIFICANCE OF THE STUDY
This study tried to find out and to identify the level of competency, satisfaction, and
training needs of Information Technology graduates for the industry need with the
competency and satisfaction of students and the requirements of employers, hence, it
will be beneficial to the following:
9

Administrators: It is hoped that this study will provide new solutions to develop
training programs in the field of information technology in Thai Nguyen University to
meet the industry needs.
Teachers: The results of the study are of great help to teachers, since they will be
made aware of the development of information technology training programs needed
for the development of the school to meet the satisfaction of the students and the
requirements of employers. Researchers can contribute to a new path in their search
for better ways to improve themse if and their work environment. In this way,
eventually it will lead to a better quality performance in the teaching and management
human resources.
Students: They will benefit in this study because they are the main concerns of
higher education and a healthy environment and relationships can create a positive
impact on teaching and learning process. The researcher hopes that the results and

findings will bring understanding and learning-oriented, harmonious relationship
between the school, students and employers.
Future Researchers: This study can provide a reference for researchers of Thai
Nguyen University in making decision on curriculum development oriented
information technology, communication skills, and personal qualities, as the most
important competencies, but suggests that the workplace context determines their
relative importance.
SCOPE AND LIMITATIONS
The main purpose of this study was to investigate the Relevance of Information
Technology graduates’ competencies to the industry need at Thai Nguyen University,
where training in the field of information technology. Of the 1089 students who have
graduated from the faculty of information technology, only 146 respondents were
included in the study.
Workforce development in the Viet Nam suggested that Thai Nguyen
University has to play the role in addressing them by partnering with employers to
align college curricula with workplace needs. This in brief describes partnership
10

efforts between Thai Nguyen University and employers in exploring models by way of
promoting curricular change and innovation will to help narrow that gap.
The study also investigated the level of importance that employers place on
work experience for Information Technology graduates. A ‘competency gap’ between
importance and performance was identified from these findings and the impact these
findings have for training process in Thai Nguyen University was discussed.
The duration of the study was from September 2012 to September 2013.
DEFINITION OF TERMS
For clarity and better understanding of the study, the following terminologies
are defined both conceptually and operationally:
Graduate attributes: is the expected result, the knowledge, attitudes and skills of
students after graduation from the learning outcomes of a course.

Knowledge: Knowledge is the familiarity with someone or something, which can
include facts, information, descriptions, or skills acquired through experience or
education.
Skills: Skill is the learned ability to carry out a task with pre-determined results
often within a given amount of time, energy, or both. In other words the abilities
that one possesses. Skills can often be divided into domain-general and domain-
specific skills.
Attitude: An attitude can be defined as a positive or negative evaluation of people,
objects, event, activities, ideas, or just about anything in your environment.
Communication Skills: Communication is the skill most highly desired by
employers, according to Quintessential Careers. Communication skills include the
ability to listen, write and speak effectively.
Problem-Solving Skills: Companies face many complex issues because of
competition, changing technologies, consumer tastes and government regulations.
Work ability: Work ability according to which, work ability is the result of the
interaction of the worker and his or her work. Work ability may also be described as
the balance of the workers’ resources and the work demands.
11

Personal skills: Personal skills and qualities are important to employers, colleges,
work based learning providers and universities. Many application forms now ask
people to state their skills and qualities in addition to their qualifications and
previous experience.
Satisfaction: satisfaction which is the extent of individuals’ satisfaction with
particular facets of their jobs, such as pay, pension arrangements, working hours,
and numerous other aspects of their jobs.
Higher education program represents the goal of higher education, defined
standards of knowledge, skills, scope and structure of higher education content,
methods and forms of organization of educational activities, educational
assessment results for subjects, the level of training of higher education; ensure

continuity with other educational programs.
Curriculum is a collection of all the activities associated with each other in order to
achieve the educational goals of the school, including the inputs to implement
training programs and training objectives on the basis of outputs of the training
process, to develop the ability of trained people, to help them acquire knowledge
and skills as well as improve the thinking capacity in performing job requirements
at the level of the training.
Student satisfaction is the mood or feeling of the students about a school when
their expectations are met or exceeded in response throughout the learning process
and to meet the requirements of employers. Students will gain satisfaction loyalty
and continuing contact with the school to enhance learning and have a useful
contribution to the school.








12

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual/ theoretical framework which bear
significance and similarities in this study. This also includes the paradigm of the study
that could help the readers to fully understand the context of the study.
Adaptability: according to Andresen and Gronau, adaptive ability in the field
of management organization is defined as ability to change something or self-change

consistent with surrounding environment. In ecosystem, adaptive ability is described
as ability in response to suddent environment disorder.
Curriculum: All syllabus programs for individuals or even groups
implementing domestically or internationally are scheduled and instructed by
universities. Those teaching programs will plan all relevant aspects from knowledge,
skills, education progress, attitude, expected eduation values as well as learning result
report, material description, and implemention schedule to achieve expected learning
results.
(John Kerr) All the learning which is planned and guided by the school,
whether it is carried on in groups or individually, inside or outside the school. Outlines
the skills, performances, attitudes, and values pupils are expected to learn from
schooling. It includes statements of desired pupil outcomes, descriptions of materials,
and the planned sequence that will be used to help pupils attain the outcomes.
The total learning experience provided by a school. It includes the content of
courses (the syllabus), the methods employed (strategies), and other aspects, like
norms and values, which relate to the way the school is organized.
The aggregate of courses of study given in a learning environment. The
courses are arranged in a sequence to make learning a subject easier. In schools, a
curriculum spans several grades.
Curriculum can refer to the entire program provided by a classroom, school,
district, state, or country. A classroom is assigned sections of the curriculum as defined
by the school. For example, a fourth grade class teaches the part of the school
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curriculum that has been designed as developmentally appropriate for students who are
approximately nine years of age.
 Curricula remain relevant to employers:
Close integration of employer needs and University training programs offer
several advantages, including the standardization of curriculum,credentials, processes,
and procedures” (Bozell and Goldberg 2009), making expectations clear for both

employers and students. Occupational skill certification programs and awarding of a
credential applicable to several employers across an industry sector, for example, can
provide a uniform way for businesses to communicate the skills required for specific
jobs and for community colleges to standardize their training (Martinson 2010)
This approach also ensures that college curricula remain relevant to
employers’ needs and can adapt to quickly shifting workplace realities. According to
Carnevale and Desrochers (2001, 26), “By integrating their Community colleges need
and value various types of employer involvement. Current and predicted changes in
the economy and workforce demands, however, argue for even closer, more
substantive collaboration between the two to develop curriculum and training
programs.
Competencies: Competencies is defined as an aggregated characteristic of
individuals to ensure successful activities fitting with specialization of given cases.
Capacity is derived from natural human basis and educational process. Capacity is not
only formed naturally, but also it mainly comes from education and training process.
Spencer and Spencer view competency as a characteristic of an individual, that
is causally related to job performance (1993). Competencies can be accumulated
within an individual and represent a capacity to perform at some future point (Boam &
Sparrow, 1992; Page, Wilson & Kolb, 1993). Essentially, these definitions relate to
enduring characteristics possessed by an individual that, under normal.
Joseph (1997), in a survey of 280 New Zealand graduate employers, found the
top ranked competencies in descending order were: willingness to learn; having a
positive attitude; being motivated; having good communication skills; and, possessing
the ability to work independently.
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Hence, the literature suggest that employers of graduates now place major
emphasis on generic, behavioral competencies, both in the recruitment of graduates for
employment, as well as their performance on the job (Raymond, McNabb & Matthaei,
1993; Weisz, 1999). As a consequence, undergraduate courses must seek to develop

these competencies in order to meet the needs of business (Haber, 1993).
Weisz (1999) found evidence of a link between degree programs that included
work-based cooperative education and graduate employment, and found that
employers expect that generic competencies must be developed prior to employment.
Interestingly, Weisz (1999) noted little correlation between academic
achievement and levels of generic skills, suggesting that employability is not
necessarily related to academic ability.
Joseph and Joseph (1997) reported that employers believe that educational
institutions provide relevant employment experience for their business students, but
remarkably, the attributed generic competencies showed a low level of importance.
However, the level of competency expected of graduates by their employers,
decreased below their perceived level of importance, suggesting that employers expect
these competencies would be developed elsewhere in the curriculum and not
necessarily through industry involvement.
Raymond, McNabb and Matthaei (1993), in a survey of teaching methods to
develop competencies for the workplace, found both employers and students ranked
cooperative education as the most important educational method, and pointed to a
critical need for student thinking and ability to learn.
In summary, there have been a number of studies reported in the literature that
point to what employers consider to be important in graduates, but there is little recent
research on employers’ perceptions of the level of competency that graduates bring to
the workplace.
Definitions of attitude: Attitude is defined as a positive or negative assessment
of human, object, events, activity, initiave or anything in your surrounding
environment.
An attitude can be defined as a positive or negative evaluation of people,
objects, event, activities, ideas, or just about anything in your environment, but there is